Lesson Title:Geological Time Scale State Standards: ESS1 (9-11) -4 Students demonstrate an understanding of processes and change over time by …
4a describing various dating methods to determine the age of different rock structures.
4aa calculating the age of a rock from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions. *RI GSEs does not address specifically the history of life; however, the students must understand that dating rocks is essential for scientists to be able to create a chronology of Earth’s history and phenomena. Context of Lesson:To this point, students have learned about the formation of earth, the importance of the fossil record and how to use relative and radiometric dating to calculate the age of a rock.Today, students will gain perspective on how important these methods are for dating rocks as scientists would not be able to create a chronology of earth’s history without using them.In this activity, students will create a 5 meter long geological time scale that begins with the formation of earth and stops at present day while detailing eras, periods, major events, introduction of new species and mass extinctions.The goal for this activity is to gain perspective on the huge amount of time that life has existed on earth in relation to the small amount of time that it has been inhabited by humans. Opportunities to Learn: Depth of Knowledge: ·Webbs Level 2: Collect, Organize and Display Information including eras, periods, organisms, events ·Webbs Level 3: Construct a Geological time Frame ·Webbs Level 4:Critique each other’s work based on completeness, creativeness, neatness Prerequisite Knowledge: ·The Age of the earth is approximately 4.6 billion years old ·Understanding that scientists use relative dating & radiometric dating to understand Earth’s History ·Fossils call indicate chronology but also serve as evidence that evolution occurs and is the result of diversity of life on earth. Plans for Differentiating Instruction: ·Students will work in teams of 4 to complete the lesson ·This activity requires a minimum of one- 90 minute class period ·Additional time may be allowed up to another 90 minute class period ·Students could be asked to outline the chapter notes on the geological time scale to save time if needed ·This activity can be condensed by reducing the requirement for periods/organisms to be listed/labeled ·Students can create the time line using a receipt role so they have their own personal study guide Accommodations and modifications: ·IEPs for any attending student will be follow ·This is a student-centered activity where they will obtain the notes for this section by participating ·The actual lab activity will be completed in teams of four allowing students who need assistance to be peer-tutored at any opportunity Environmental factors: ·Tables may need to be moved in order to spread out the paper out to full extension (5 meters) ·Students will need as much work space as possible as there will be four people working on different eras/periods ·I will circulate asking questions as students create their time line ·If a classroom lacks space, a receipt roll of paper can be used at the desks/tables ·The clothes pin should be tied to area on ceiling and hung diagonally from corner to corner approximately 8ft off the ground ·This lesson does not require the use of hazardous materials therefore eliminating any safety hazards Materials: ·5 Rolls of 18” Brown Painter’s Masking Paper (Any Hardware store) & Geological Time Scale Hand out
·Colored Markers, Crayons, Colored Pencils ·Scissors ·Meter Sticks ·Class Text Book, pp 374-379 ·Clothes Line ·Clothes Pins ·Additional Resources (Books from Library, Internet, Time Magazine) ·Brain buster challenge Slide
Objectives:At the end of the class period, students will be able to: ·Correctly Identify the eras and periods in chronological order on the time scale ·Describe at least one major event that occurred in the four eras ·List the “Big Five” mass extinctions, when they occurred and causes ·Distinguish which era or period is responsible for the most intense diversification of multi-cellular life
Instruction Opening:(5-10 minutes) ·When students walk in, ask them to take out their labs from the previous day’s class and put them in the center of the tables as I will come around to collect ·Ask students to recall the information they learned from the previous class. ·I will ask a few questions such as: “How do Scientists draw conclusions about the earth’s history” (Rocks & Fossils) ·“Can someone please explain the difference between relative dating and radiometric dating” ·“As you have just told me, scientists can draw conclusions about the earth’s history from dating rocks and the examination of fossils, what other inferences can be made from examining the fossils?”
(Possible answers-Biodiversity, Transitional fossils justify evolution, how species lived, what the atmosphere was like, etc). ·Praise students for a good job with the answers and tell students that I am going to shift gears and give them a quick brain buster to shift your focus on today’s lesson. ·Ask students to solve today’s brain buster:“If you were write a book about the earth’s history where 1 page is equivalent to 1 year…..How thick would the book be?”(Answer is 145 Miles…Similar to a day trip from RI to NH.It would take approximately 17,000 years to read this book) ·Ask for their guesses. Segue: ·“Actually the correct answer is 145 miles long and just to give you an idea- that is if you would to hop in your car right now drive to New Hampshire.Today, you are going to be able to see just how long 4.6 billion years of the earth history is by creating your own geological time scale.”
Engagement: Part 1:Creation of Geological Time Scale (85 minutes) ·Pass out the Geological Time Scale Packet ·Give the student’s the objective for the lesson and why it’s important ·Tell students that they will have the entire period to complete the time scale and ½ of the next period ·Begin going over the instructions for the activity and point to where all the materials including additional resources are located (Front center table). ·Ask for a volunteer to help me unroll the 5 meter paper to show an example of what it should look like (I have made a sample) ·Go over expectations and tell students that it will count as an entire quiz grade so to do good work because it is a great opportunity to start the quarter off right ·Tell students “Here is a bonus, you are going to do your best work and when the timescale is complete, you will choose the team who has the best time line.The only rule is that you cannot vote for your own” ·Tell students “The winner of the Geological Time Scale will receive an additional 3 pts on their final test grade and have their timeline displayed in the classroom” ·Ask students to pair up into teams of four ·Tell students to reserve their space around the perimeter of the classroom and they may have to move tables towards the middle so there is a nice work area for them. ·Allow students to begin (as they will need as much time as possible) ·Circulate the classroom and address questions, offer praise, and ask questions Closure:(2 minutes) ·Due to the project taking up the period, there will be no formal closing ·Have students read the 2 articles "Mass Extinctions" and "Are Mammals at the Heading to Mass Extinction ·Tell students to be prepared to display their timelines during the first five minute of the next class as we will have a mini-conference and take a vote. (if completed but this project may go into the first 45 minutes of next class)
Assessment: ·Formative Assessment (questioning during circulation) ·Geological time Line (weight = 1 quiz grade) Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Return to Home Page
Lesson Title: Geological Time Scale
State Standards:
ESS1 (9-11) -4
Students demonstrate an understanding of processes and change over time by …
4a describing various dating methods to determine the age of different rock structures.
4aa calculating the age of a rock from various regions using radioactive half life (given its constituent elements, isotopes and rate of decay) and using those values to provide evidence for geologic relationships between/among the regions.
*RI GSEs does not address specifically the history of life; however, the students must understand that dating rocks is essential for scientists to be able to create a chronology of Earth’s history and phenomena.
Context of Lesson: To this point, students have learned about the formation of earth, the importance of the fossil record and how to use relative and radiometric dating to calculate the age of a rock. Today, students will gain perspective on how important these methods are for dating rocks as scientists would not be able to create a chronology of earth’s history without using them. In this activity, students will create a 5 meter long geological time scale that begins with the formation of earth and stops at present day while detailing eras, periods, major events, introduction of new species and mass extinctions. The goal for this activity is to gain perspective on the huge amount of time that life has existed on earth in relation to the small amount of time that it has been inhabited by humans.
Opportunities to Learn:
Depth of Knowledge:
· Webbs Level 2: Collect, Organize and Display Information including eras, periods, organisms, events
· Webbs Level 3: Construct a Geological time Frame
· Webbs Level 4: Critique each other’s work based on completeness, creativeness, neatness
Prerequisite Knowledge:
· The Age of the earth is approximately 4.6 billion years old
· Understanding that scientists use relative dating & radiometric dating to understand Earth’s History
· Fossils call indicate chronology but also serve as evidence that evolution occurs and is the result of diversity of life on earth.
Plans for Differentiating Instruction:
· Students will work in teams of 4 to complete the lesson
· This activity requires a minimum of one- 90 minute class period
· Additional time may be allowed up to another 90 minute class period
· Students could be asked to outline the chapter notes on the geological time scale to save time if needed
· This activity can be condensed by reducing the requirement for periods/organisms to be listed/labeled
· Students can create the time line using a receipt role so they have their own personal study guide
Accommodations and modifications:
· IEPs for any attending student will be follow
· This is a student-centered activity where they will obtain the notes for this section by participating
· The actual lab activity will be completed in teams of four allowing students who need assistance to be peer-tutored at any opportunity
Environmental factors:
· Tables may need to be moved in order to spread out the paper out to full extension (5 meters)
· Students will need as much work space as possible as there will be four people working on different eras/periods
· I will circulate asking questions as students create their time line
· If a classroom lacks space, a receipt roll of paper can be used at the desks/tables
· The clothes pin should be tied to area on ceiling and hung diagonally from corner to corner approximately 8ft off the ground
· This lesson does not require the use of hazardous materials therefore eliminating any safety hazards
Materials:
· 5 Rolls of 18” Brown Painter’s Masking Paper (Any Hardware store) & Geological Time Scale Hand out
· Colored Markers, Crayons, Colored Pencils
· Scissors
· Meter Sticks
· Class Text Book, pp 374-379
· Clothes Line
· Clothes Pins
· Additional Resources (Books from Library, Internet, Time Magazine)
· Brain buster challenge Slide
Objectives: At the end of the class period, students will be able to:
· Correctly Identify the eras and periods in chronological order on the time scale
· Describe at least one major event that occurred in the four eras
· List the “Big Five” mass extinctions, when they occurred and causes
· Distinguish which era or period is responsible for the most intense diversification of multi-cellular life
Instruction
Opening: (5-10 minutes)
· When students walk in, ask them to take out their labs from the previous day’s class and put them in the center of the tables as I will come around to collect
· Ask students to recall the information they learned from the previous class.
· I will ask a few questions such as: “How do Scientists draw conclusions about the earth’s history” (Rocks & Fossils)
· “Can someone please explain the difference between relative dating and radiometric dating”
· “As you have just told me, scientists can draw conclusions about the earth’s history from dating rocks and the examination of fossils, what other inferences can be made from examining the fossils?”
(Possible answers-Biodiversity, Transitional fossils justify evolution, how species lived, what the atmosphere was like, etc).
· Praise students for a good job with the answers and tell students that I am going to shift gears and give them a quick brain buster to shift your focus on today’s lesson.
· Ask students to solve today’s brain buster: “If you were write a book about the earth’s history where 1 page is equivalent to 1 year…..How thick would the book be?” (Answer is 145 Miles…Similar to a day trip from RI to NH. It would take approximately 17,000 years to read this book)
· Ask for their guesses.
Segue:
· “Actually the correct answer is 145 miles long and just to give you an idea- that is if you would to hop in your car right now drive to New Hampshire. Today, you are going to be able to see just how long 4.6 billion years of the earth history is by creating your own geological time scale.”
Engagement:
Part 1: Creation of Geological Time Scale (85 minutes)
· Pass out the Geological Time Scale Packet
· Give the student’s the objective for the lesson and why it’s important
· Tell students that they will have the entire period to complete the time scale and ½ of the next period
· Begin going over the instructions for the activity and point to where all the materials including additional resources are located (Front center table).
· Ask for a volunteer to help me unroll the 5 meter paper to show an example of what it should look like (I have made a sample)
· Go over expectations and tell students that it will count as an entire quiz grade so to do good work because it is a great opportunity to start the quarter off right
· Tell students “Here is a bonus, you are going to do your best work and when the timescale is complete, you will choose the team who has the best time line. The only rule is that you cannot vote for your own”
· Tell students “The winner of the Geological Time Scale will receive an additional 3 pts on their final test grade and have their timeline displayed in the classroom”
· Ask students to pair up into teams of four
· Tell students to reserve their space around the perimeter of the classroom and they may have to move tables towards the middle so there is a nice work area for them.
· Allow students to begin (as they will need as much time as possible)
· Circulate the classroom and address questions, offer praise, and ask questions
Closure: (2 minutes)
· Due to the project taking up the period, there will be no formal closing
· Have students read the 2 articles "Mass Extinctions" and "Are Mammals at the Heading to Mass Extinction
· Tell students to be prepared to display their timelines during the first five minute of the next class as we will have a mini-conference and take a vote. (if completed but this project may go into the first 45 minutes of next class)
Assessment:
· Formative Assessment (questioning during circulation)
· Geological time Line (weight = 1 quiz grade)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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